Spch 1311 Teamwork Assignment

Unformatted text preview: COURSE: Speech 1311 / Introduction to Speech Communication SEMESTER: Fall 2016 Brookhaven College DIVISION: Communication Division SECTION: Speech 1311-21002 Speech 1311-21004 Speech 1311-21005 DAYS\TIME: Section 1311-21002 7:30 a.m. – 8:50 a.m. M/W T302 BHC Section 1311-21004 9:00 a.m. – 10:20 a.m. M/W T302 BHC Section 1311-21005 10:30 – 11:50 a.m. M/W T302 BHC INSTRUCTOR: Elizabeth Whatley OFFICE LOCATION: L-367 OFFICE PHONE: 972-860-4555 OFFICE HOURS: I am available before or after class, email to arrange a specific time if needed. EMAIL: [email protected] ********************************************************************************************** This course syllabus is intended as a set of guidelines for Speech 1311. Both Brookhaven College and your instructor reserve the right to make modifications in content, schedule, and requirements as necessary to promote the best education possible within prevailing conditions affecting this course. ********************************************************************************************** Note: Please set cell phones to silent/off. Textbook: Think Communication Engleberg & Wynn 2015, 3rd Edition ISBN 978-0-205-94450-7 Catalog Description Theory and practice of speech communication behavior in one-to-one, small group, and public communication situations are introduced. Students learn more about themselves, improve skills in communicating with others, and prepare and deliver formal public speeches. (3 Lec.) Coordinating Board Academic Approval Number 2313045112 Course Prerequisites College level ready in reading and writing. Method of Evaluation All tests and assignments are based on the following system. Grading and assignment identification: Your grade will be based on the points earned on the following assignments: Exam 1 100 points Exam 2 100 points Final (Award Speeches) 50 points (the Final is two parts, 50 points for each part) Journal Submissions 60 points (6 journals, worth 10 points each) Peer Evaluations 40 points (4 speaking days, 10 points for each day) Listening Assessment 50 points Ethics Essay 100 points Informative Speech Outline 25 points Informative Speech 100 points Persuasive Speech Outline 25 points Persuasive Speech 200 points Group Project 150 points Grades will be added up for a total of 1000 possible points and divided by 10 for a scale of: Grading Scale 90 – 100 = A 80 - 89 = B 70 - 79 = C 60 - 69 = D Below 60 = F Core Objectives As a course included in the DCCCD Core Curriculum, SPCH 1311 provides students with the opportunity to develop the following skills: 1. Critical Thinking – to include creative thinking, innovation, inquiry, and analysis, evaluation and synthesis of information. 2. Communication – to include effective development, interpretation, and expression of ideas through written, oral, and visual communication. 3. Teamwork – to include the ability to consider different points of view and to work effectively with others to support a shared purpose or goal. 4. Personal Responsibility – to include the ability to connect choices, actions, and consequences to ethical decision- making. SPCH 1311 Student Learning Outcomes (SLOs) Upon completion of SPCH 1311, the student will be able to 1. Apply the principles of human communication including: perception, verbal communication, nonverbal communication, listening, and audience analysis. 2. Demonstrate how to establish and maintain relationships through the use of interpersonal communication. 3. Apply small group communication skills including: problem solving, group roles, leadership styles, and cohesiveness. 4. Recognize how to communicate within diverse environments. 5. Develop, research, organize, and deliver formal public speeches. Attendance/Participation Policy Students are expected to attend all class meetings, arrive before class begins, and remain until class is over. Participation in class activities is essential to the achievement of course goals. Listening, responding, and sharing is active participation. This includes making relevant remarks, expressing your opinions, asking relevant questions of others, commenting on others contributions to show that you understand them, and stating your thoughts and feelings. You cannot participate if you are not here. Classroom Policies and Expectations Be Positive! If your computer/printer fails you, you are still responsible for submitting your assignments on time. Use the school’s computers and printers if necessary. Plan ahead and do not wait until the last minute. Email the assignment to the instructor if any uncertainty exists about class attendance or copying facilities. Bring your syllabus to every class. This class requires attendance for many reasons: It is important to be here not only on your speech day, but the speech days of your classmates. It is important to be a good audience member as well as a speaker. We do many activities and exercises in class that encompass the theories/subject matter in the book. It will enhance your overall learning experience to attend class, read the book and do the assignments. I work hard to update handouts, notes and other important reminders to you on ecampus. Check it daily for announcements and changes to classroom calendars and assignments. I have found that each semester is different, with different types of students and learning potentials – we are very fluid in this class. Be willing to be flexible and pay attention to your ecampus. No late work is accepted. Study the syllabus and submit homework early if you know you will be unable to attend class or if you choose to work ahead. You need to notify me in advance of upcoming absences due to a religious holiday or a college-approved activity (athletic competition, leadership conference, field trip, etc.). Assignments should be submitted before the absence. Attendance on speech presentation days is mandatory. If you are absent you will receive a “0” for the assignment. If there are extenuating circumstances, you must contact me within 24 hours of the assigned speech time to discuss your situation. If a makeup is allowed, you will be expected to: 1) email your comprehensive outline to me within 24 hours of your assigned speech time as an indication of good intent; and 2) make up the speech during Finals Week; 3)ALL late speeches will have an automatic 25 point deduction regardless of the situation. A stapled, typed outline is due at the time of the informative and persuasive speeches. You will not be allowed to speak unless you submit an outline immediately before your presentation. No exceptions. Set your cell phone to silent or vibrate. Be courteous and respectful; don’t talk when someone else has the floor. Be open-minded and sensitive to cultural differences. Pay attention to the comments you make in class and the feedback you receive. Make a decision to be an active listener and an active participant in class. Be a team player. Share leadership, have a positive attitude, contribute to group ideas and discussions, complete your work on time, and attend all meetings. Take responsibility for your learning. If you thoroughly read the syllabus, come to class religiously, prepare your speeches well in advance, and keep up with the daily reading assignments, you will be successful in this class and have a positive learning experience! Don’t assume: 1. That if you do the assignments, you will automatically get an A. 2. That your speech is being graded against the rest of the class. 3. That high grades will be given exclusively to those with talent. 4. That those with talent will necessarily get high grades. 5. That Speech 1311 is an easy course. 6. That embellishments translate into higher grades, i.e. a lot of words in a journal or peer evaluation does not mean the student understood the question, or a lively presentation does not mean the student followed proper procedure. Assume: 1. That if you do what is asked/required you will at least get a C. 2. That a higher grade is contingent upon doing what is asked, and only what is asked, exceptionally well. 3. I pay attention to detail, so should you. 4. I am very prepared for class, you should be too. 5. Grades are earned, not handed out. 6. Correct English grammar is important in speech communication. I must be able to fully understand and comprehend what you are saying in order to grade oral presentations. 7. Attendance is vital. Participation is mandatory. Work is expected. Excellence is required. Instructional Strategies and Evaluation Methods * * * * * * * * * * Class lectures Class discussions Student performances (speeches and group project) Activities Videotapes and films A listening assessment will take place in class. More information regarding this assignment will be given in class. Audience attention and participation during group presentations and speeches Speech delivery, content, and organization evaluations completed by the instructor Tests are taken on-line through e campus. Both tests are open book, open notes. You have 90 minutes to complete each exam. Tests are multiple choice, there are 50 questions on each exam. I allow you the entire semester to take both exams. I allow one attempt on each exam. You will be required to write a 600-800 word (typed) essay analyzing an ethical situation. More information will be given on eCampus and in class. ** eCampus Tech Support at 972-669-6402.** If the issue cannot be resolved before the test is due, then you must email me before it goes offline and explain the issue. Please note that from the hours of 3 a.m. to 6 a.m. each day, the eCampus staff performs maintenance on the system. During this time period, there is a good possibility of service interruptions as they perform their magic to keep Blackboard/eCampus running smoothly. **Weather Hot Line ** 972-860-4700 BROOKHAVEN COLLEGE POLICIES DROP/WITHDRAWAL POLICY: Withdrawing from a course is a formal procedure which YOU must initiate; the instructor cannot do it for you. You may withdraw from a class in either Admissions or Advising. If you stop attending or are unable to complete this class and you do not withdraw before the official drop date, you will receive a performance grade, usually a grade of “F.” Students sometimes drop a class when help is available that would enable them to continue. Please discuss your plans with the instructor if you feel the need to withdraw. STOP BEFORE YOU DROP For students who enrolled in college level courses for the first time in the fall of 2007, Texas Education Code 51.907 limits the number of courses a student may drop. You may drop no more than 6 courses during your entire undergraduate career unless the drop qualifies as an exception. Your campus counseling/advising center will give you more information on the allowable exceptions. Remember that once you have accumulated 6 non-exempt drops, you cannot drop any other courses with a “W”. Therefore, please exercise caution when dropping courses in any Texas public institution of higher learning, including all seven of the Dallas County Community Colleges. For more information, you may access https://www1.dcccd.edu/catalog/ss/oep/dw.cfm. FINANCIAL AID STATEMENT: Students who are receiving any form of financial aid should check with the Financial Aid Office prior to withdrawing from classes. Withdrawals may affect your eligibility to receive further aid and could cause you to be in a position of repayment for the current semester. Students who fail to attend or participate after the drop date are also subject to this policy. RELIGIOUS HOLY DAYS: A student shall be excused from attending classes, or other required activities, including examinations, for the observance of a religious holy day, including travel for that purpose. A student whose absence is excused under this provision may not be penalized for that absence and shall be allowed to take an examination or complete an assignment within a reasonable time after the absence. ADA STATEMENT: Students are responsible for notifying the Disability Support Services Department of their need for assistance. Students with documented disabilities, such as mobility impairment, hearing or visual impairment, learning, and/or psychological disorders are eligible for services. Disability Support Services is located in Building S, Room 124 and may be reached by telephone at 972-860-4673 or by email [email protected] ACADEMIC INTEGRITY: The purpose of the Student Code of Conduct is to provide guidelines for the educational environment of the Dallas County Community College District. This environment views students in a holistic manner, encouraging and inviting them to learn and grow independently. Such an environment presupposes both rights and responsibilities. Scholastic dishonesty is a violation of the Student Code of Conduct and is punishable as stated in college policies. The Student Code of Conduct can be found in the Brookhaven College Student Handbook or online at https://www1.dcccd.edu/catalog/ss/code.cfm. REPEATING THIS COURSE: The Dallas County Community Colleges charge additional tuition to students registering the third or subsequent time for a course. All third and subsequent attempts of the majority of credit and Continuing Education/Workforce Training courses will result in additional tuition being charged. Developmental Studies and some other courses will not be charged a higher tuition rate. Third attempts include courses taken at any of the Dallas County Community Colleges since the Fall 2002 semester. GRADE REPORTS: Final grade reports are not mailed to students. You may obtain your final grades online at econnect.dcccd.edu. FERPA: The Family Educational Rights and Privacy Act affords students certain rights with respect to their education records. For more information about FERPA, you may access https://www1.dcccd.edu/catalog/about/privacy.cfm?loc=2. IMPORTANT DATES – FALL 2016 Classes begin: Spring Break Holiday: Last day to drop course without a “W” (Certification Date): Last day to drop course with a “W”: Final Exams: Speech Communication 1311 Class Schedule Fall 2016 Week 1 Introduction to communication Week 2 Whatley Model Handshake partners assigned Assign Journal #1 Chapter 1 – Human Communication Discuss Ethics Essay Week 3 Chapter 2 – Understanding Yourself Chapter 3 – Adapting to Others Journal #1 collected Assign Journal #2 Week 4 Chapter 4 – Listening and Critical Thinking Listening Assessment due Chapter 5 – Verbal Communication Chapter 6 – Nonverbal Communication Journal #2 collected Review for Exam #1 (Chapters 1-6) Exam #1 Assign Journal #3 Discuss Informative Speech guidelines Assign group project Ethics Essay due Week 5 Performance of Literature Week 6 Chapter 7 – Understanding Relationships Chapter 8 – Improving Personal Relationships Chapter 9 – Professional Relationships Chapter 10 – Working in Groups Chapter 11 – Group Decision Making and Problem Solving Journal #3 collected Week 7 Chapter 12 – Planning Your Presentation Chapter 13 – Content and Organization Discuss Persuasive Speech guidelines Handout and Collect Peer Group Evaluations Week 8 Chapter 14 – Language and Delivery Chapter 15 – Speaking to Inform Chapter 16 – Speaking to Persuade Review for Exam #2 (Chapters 7-16) Exam #2 Week 9 Putting It All Together! Review Chapters Speech Boot Camp Week 10 Speech #1 Handout and Collect Peer Group Evaluations Assign Journal #4 Week 11 Speech #1 Journal #4 collected Week 12 Speech #2 Assign Journal #5 Week 13 Handout and Collect Peer Group Evaluations Journal #5 collected Speech #2 Assign Journal #6 Week 14 Journal #6 collected Group presentations Work Day Handout and Collect Peer Group Evaluations Draw names for Final/Award Speeches Week 15 Group presentations (1-4) Service Project (RAOK) Week 16 FINALS – Award Speeches Performance of Literature Speech 1311/Whatley The purpose of this assignment is to demonstrate your ability to select, interpret, and perform works of literature in a dramatic fashion. This public speaking assignment requires dramatic delivery of a selection of poetry or prose. The selection can be from classic or contemporary literature but should be appropriate to the audience. The selection should be marked for interpretation to assist in dramatic delivery. The selection does not need to be 100% memorized for presentation, but you must be very familiar with the selection. Basic standards of delivery should be employed. Critical evaluation of this assignment will be based on these criteria: 1. Pay attention to your time management. The selection should be two minutes in length. 2. Eye contact is important. Although the majority of the selection should be memorized, you may refer to your selection every now and then. Be as familiar as you can with your selection, so you make and maintain maximum eye contact with all audience members. 3. Familiarity with your selection. Know how to pronounce all words. Reciting the piece should be very natural. 4. Bring a photocopy of selection. 5. Make sure the literature is related to audience (audience analysis) 6. Delivery should be rehearsed. Pronunciation, projection, articulation will all be assessed. No late performances allowed. You are required to turn in, on the day of the presentation, a photocopy of the selection. Ethical Decision-Making Essay (10%-15% of overall course grade) Overview You will be given a communication scenario provided by your instructor. The scenario presents an ethical dilemma that requires an ethical decision. In a 600-800 word (typed) essay, you will analyze the situation using more than one ethical theory, briefly explain the ethical theories and concepts, and consider how these theories might be applied to this scenario. You will consider the implications or consequences if these ethical perspectives are applied. You will also analyze the situation from your own personal ethical perspective and clarify the values and beliefs that guide your ethical decision-making. A glossary of terms and references are listed on the last page of this assignment. Essay Guidelines: Create the Introduction (first paragraph) Clearly state the ethical dilemma that will be analyzed in the essay (topic sentence). Write as if you do not know who will be reading your essay. Provide all relevant information so the reader has a full understanding of the issue. o Summarize the situation with fairness to all parties: Who were the people involved? What happened? Where and when did this take place? o Acknowledge the complexities of the situation and why the context is important. o Why is this an ethical issue? Is it significant enough to take action? o Why is an ethical decision required? Clearly state the purpose (THESIS STATEMENT). Tell the readers what will follow and why they should continue reading. Develop the Body (3-5 paragraphs) Analyze the situation using more than one ethical theory (given in lectures, online resources, and the course textbook). o The Utilitarian Approach o The Rights Approach o The Fairness or Justice Approach o The Common Good Approach o The Virtue Approach Reference: “A Framework for Thinking Ethically.” Markkula Center for Applied Ethics. Santa Clara University. May 2009. o The NCA Credo for Ethical Communication p.13 o The Golden Rule p.34, 65 o 4 Principles of Interpersonal Ethics p. 151 o Ethical Group Decision-Making p. 204 Reference: Engleberg, Isa N. & Wynn, Dianna R. Think Communication. 3rd Edition. Pearson ;Education, Inc. 2015. Explain the key concepts and rules of each theory citing the sources in-text. What ethical rule from each theory might apply to this situation? (1-2 paragraphs) Consider the implications and consequences of each decision if the character applied these perspectives or rules to this situation. Consider alternate perspectives and reasons why the character may decide not to act in an ethical manner. (1-2 paragraphs) If you were involved in a situation like this, what would you do? Analyze the situation from your own ethical perspective. Clarify the beliefs and values that guide your ethical thinking, conduct, and decision-making. (1 paragraph) Follow these writing guidelines: o Start each paragraph with a topic sentence that effectively states the purpose of the paragraph (a claim, statement, assertion, argument). o Develop sentences that are logical and clear. Ideas should flow logically. Paragraphs should be unified and work together to support the thesis. o Make paragraphs coherent by using effective and appropriate transitions between ideas and paragraphs. o Develop main ideas in depth by using a variety of supporting material: examples and illustrations, expert opinion, statistics, reasons and research evidence. o Stay focused on the purpose and stick to the questions throughout the essay. o Show how each point is relevant to that question. Write the Conclusion Restate the thesis. Provide closure: o A link to the introduction. o A challenge to the reader. o A personal idea that relates to the ethical issue. o An appeal to the reader’s needs or values. Essay Checklist and Important Reminders The essay should not sound as if the writer is answering a series of questions. The purpose of the essay should be clear to the reader. The thesis should be clearly stated in the introduction. Relevant background information should be provided in the introduction so the audience has a clear understanding of the ethical issue and why an ethical decision is required. The introduction should engage the reader. Essay is well-organized. Essay is written in Standard English. Essay is free of grammatical and syntax errors. Word choice and phrases are appropriate and effective. Main ideas are fully developed, supported, and show critical thinking. Ideas flow logically. Sentence structure is correct, coherent, and varied. Outside sources are integrated smoothly in the essay. The essay includes correctly formatted in-text citations and a correct Works Cited page. The essay follows MLA guidelines. The conclusion provides closure and restates the thesis. The essay reflects a sense of audience. The tone and style are appropriate for the essay’s purpose and audience. There is a clear voice and point of view. The writer is identified with a quality (honesty, sincerity, intelligence). The audience should get a sense of the writer. Facts are distinguished from opinions. Opinions are supported and qualified. Opposing views are represented fairly. If plagiarism is evident in the essay, .. .………. (instructor adds his or her policy) Essay is spell-checked and edited. Sources: Rubric for English 1301 Assessment, Brookhaven College 2008-2009; Brookhaven College Grading Standards for English Essays Format Requirements Your name and section number on the top of the first page Double-spaced 12-point Times New Roman (no script or bold) 600 – 800 words total; the equivalent of 2 ½ - 3 ½ pages Effective usage, word, and phrase choices; proper spelling, syntax, and grammar Glossary of Ethical Terms A core belief is a principle or fundamental belief which guides a person’s actions or decisions. A core belief can change over time. Ethics refer to standards of right and wrong that influence our core beliefs and values, our ethical conduct and ethical thinking. Our ethics guide our daily actions and behavior, including our communication with family, friends, co-workers, and the community. Ethics also refers to the study and development of one’s ethical standards. Character traits associated with ethics include honesty, truth-seeking, integrity, responsibility, respect, compassion and empathy. An ethical issue is a problem or situation that requires a person to choose between alternatives based on standards of moral conduct. Ethical standards impose obligations to “do the right thing,” to stand up for our rights and the rights of others. Ethical perspectives/concepts are the different theoretical means through which ethical issues are analyzed, such as ethical theories (e.g. utilitarian, natural law, virtue) or ethical concepts (e.g. rights, justice, duty). Ethical Reasoning is reasoning about right and wrong human conduct. It requires students to be able to assess their own ethical values and the social context of problems, recognize ethical issues in a variety of settings, think about how different ethical perspectives might be applied to ethical dilemmas and consider the ramifications of alternative actions. Students’ ethical self-identity evolves as they practice ethical decision-making skills and learn how to describe and analyze positions on ethical issues. Context is the historical, cultural, professional, or political situation, background, or environment that applies to a given ethical issue. A perspective is a world view that informs core beliefs and ethical opinions. It is how one sees oneself, other people, and the world. Perspectives are not limited to theories and concepts in ethical philosophy. They may also include political and religious convictions, cultural assumptions, and attitudes shaped by one’s family, background, and experiences. Glossary from the Ethical Reasoning VALUE Rubric copyrighted 2010 by the Association of Colleges and Universities, Stephen F. Austin State University’s Personal Responsibility Rubric 2014, and the Ethics Resource Center website. Resources Baldwin, John R. "Ethics: Can We Determine What Is Right or Wrong Across Cultures?" School of Communication. Illinois State University. Updated May 20, 2013. Accessed Web 1 August 2014. http://my.ilstu.edu/~jrbaldw/372/Ethics.htm This is reading material that Baldwin posts for his class, COM 372, Theory and Research in Intercultural Communication. Besides defining ethics, he describes five classical approaches to ethics and three principles of ethical communication, which piggyback on the NCA Code of Ethics. He cites numerous authors and ends with case studies. http://www.ethics.org/page/ethics-toolkit The Ethics Resource Center primarily focuses on business ethics or workplace ethics. If you open the "Resources" link and click "Ethics Toolkit," you will find an excellent glossary of ethical terms, definition of values, and an ethical decision-making link which goes above and beyond the basic decision-making model and applies each step to an ethical dilemma in an organization. It is extensive and in-depth. Frey, William. “Ethics of Teamwork.” Connexions. December 2, 2013. Rice University. Web. 28.July.2014 Accessed. http://cnx.org/content/m13760/latest/ Sternberg, Robert J. "Teaching for Ethical Reasoning in Liberal Education." Liberal Education. Summer 2010. This article really helped me understand the purpose of this assignment. Sternberg gives a good rationale why ethical reasoning should be taught across disciplines. He makes it clear that we are not teaching ethics or values. We are teaching a process of reasoning or a way of thinking about issues of right and wrong. He is much more concerned about the reasoning processes that lead students to a conclusion as opposed to the conclusions they reach. Velasquez Manuel, Moberg, Dennis, Meyer, Michael J., Shanks, Thomas, McLean, Margaret R., DeCosse, David, André, Claire, Hanson, Kirk O. “A Framework for Thinking Ethically.” Markkula Center for Applied Ethics. Santa Clara University. May 2009. Web 7 August 2014 Accessed. USC Levan Institute Online Ethics Resource Center. University of Southern California. http://dornsife.usc.edu/usc-levan-institute-online-ethics-center/ This website provides faculty with strategies for incorporating ethics into their courses. Includes an Ethics Toolkit, Teaching Ethics, and Moral Education Research. Wilson, Chloe. “Picking Up the Slack.” The Big Q. Markkula Center for Applied Ethics. March 11, 2013. Santa Clara University. Web. 28 July 2014 Accessed. Ethical Decision-Making Essay Grading Rubric Name: _________________________Course/Section Number:______________ Grade: 100 / 10% of grade NM = not met minimum NI= needs improvement A = average G = good E= excellent N M Introduction – purpose of the essay is clear to the audience; ethical dilemma is explained clearly; writer addresses why the dilemma calls for an ethical decision; relevant background information is given; thesis is restated and audience understands what will follow. Body Paragraphs/Organization – paragraphs start with a topic sentence; sentences support the paragraph’s main idea; paragraphs are unified and coherent supporting the thesis; logical progression of ideas with a clear structure and sequence; transitions effectively connect sentences and paragraph; conclusion provides closure and restates thesis. Writing Style and Mechanics – writing is smooth, skillful and coherent; variety in sentence structure; effective word choice; no repetition; academic tone and diction are appropriate for essay’s purpose and audience; minimal errors in punctuation, spelling, grammar, and mechanics; no comma splices and run-on sentences. ____40__ / % Idea Development Ideas are fully developed, sufficiently supported and show critical thinking. Facts are distinguished from opinions. Opinions are supported and qualified. Opposing views are represented fairly. There is a clear voice and point of view. The essay reflects a sense of audience. Content: Student is able to identify a situation in which an ethical decision is required, analyze the situation from more than one ethical perspective, explore the consequences of each decision, and analyze the situation from his or her own ethical perspective, clarifying their ethical values in the process. Acknowledges the complexity of the ethical issues being analyzed. Demonstrates an understanding of ethical theories and concepts. Analyzes and evaluates the situation applying more than one ethical perspective. Considers the implications and consequences of these actions to ethical decisionmaking in this setting. Analyzes the issue from own ethical perspective and examines beliefs and values that inform ethical thinking, conduct, and decision-making. __40____/% N I A G E Citations and Works Cited - Outside sources are integrated smoothly in the essay. The essay includes correctly formatted in-text citations and a correct Works Cited page. APA or MLA guidelines are followed. ___10__ / % Format – Your name and section number on the top of the first page. Double-spaced; 12point Times New Roman (no script or bold); 600-800 words total which is equivalent to 2 ½ - 3 ½ pages; correct spelling, syntax, and grammar __10___/% * Note on plagiarism: “If the essay is found, in whole, to be taken from the Internet or any other source besides the student, the student will receive a “0” for the project grade, and the student will be referred to the Vice President of Student Services for disciplinary action. If more than 30% of the content matches other sources, the student will receive a grade of “0” for the assignment, but the student will be allowed to revise and submit another essay for grading.” Ethical Dilemma Picking up the Slack Greg and Natalie have been in business classes together since freshman year. While they’re not close friends, they have always enjoyed each other’s company in class and have been in the same social circle as they’ve moved from lower division course to where they are now: senior capstone. Greg and a few of his friends invite Natalie to join their group at the start of the term, and they begin to work on their project. Fairly quickly, though, Greg realizes that Natalie isn’t pulling her weight. Any aspect of the project that’s assigned to her has to be redone by other members of the group, she doesn’t pay attention in meetings, and she consistently shows up late or hung over. Greg and his other groupmates think that Natalie needs to step it up and take this project seriously, but they ultimately agree it would be more trouble than it’s worth to confront her about it. They decide to just push through and let her do her own thing. Natalie continues to participate marginally in discussions, planning, and writing, but makes it clear through her actions that their final presentation is not her biggest priority. After Greg’s group gives its final presentation, the members are asked to write an evaluation on their teammates that the professor will use to determine individual grades. When it comes to most of his teammates, Greg easily gives them all A’s and B’s for their participation and contributions to the project. However, when Greg comes to Natalie’s evaluation, he is faced with a dilemma. It’s their last big project before graduation, and if he were to evaluate her in a harsh way, it could negatively affect her cumulative GPA. He doesn’t want to throw her under the bus; however, her apathy and poor work ethic put a huge burden on everyone else’s shoulders, and Greg had to personally sacrifice a lot of time and effort to make up for her mistakes or tasks that she left undone. Is it worth giving her an honest evaluation, just so the professor will give her the grade she deserves? Or is giving her a bad evaluation petty and unnecessary, considering that they are all about to graduate and their group received an A, regardless of performance? -see more at http://www.scu.edu/r/ethics-center/ethicsblog/thebigq/15667/Picking-Up-theSlack#sthash.rIt9MhNt.dpuf Informative Speech – Speech #1 Speech 1311 / Whatley I. a. b. c. d. The speech to inform, as the name indicates, is a presentation in which new information is given to the audience. This speech should be 3-5 minutes in length. A minimum of three outside sources of information are to be used in the preparation of the speech. Cite at least two of the sources when you present the speech. You may use visual aids if you wish. II. A typed outline will be prepared and a copy of it handed in before you present the speech; attach a bibliography listing outside sources. You will find information regarding the correct way to cite sources on the Brookhaven Library web site. III. Possible topics are: FDA Controls High Blood Pressure Autistic Children Pit Bulls Baseball Hall of Fame Texas Rangers Communism Acupuncture Establishing Credit Dallas Cowboys Nutrition Olympics Stages of Sleep Alcoholism DNA Wall Street Dreams Physical Fitness Begin collecting your references and information early! Allow ample time for preparation and practice. Persuasive Speech – Speech #2 Speech 1311 / Whatley I. D. E. The purpose of the persuasive speech is to reinforce a belief, change a belief, or to move an audience to action. This speech will be 5-7 minutes in length. You must have a minimum of three outside sources mentioned as you present your speech. A typed outline with a specific purpose statement and a bibliography must be submitted when the speech is given. Speak from an outline like the one you submit to the instructor. You must have a power point for this speech. A. B. C. D. E. Ask yourself the following questions when preparing for this speech: Who are my listeners? How can I build credibility with the audience? What evidence should I provide to convince this particular audience? What form of reasoning would be most compelling to the audience? How can I appeal to the listeners’ emotions? A. B. C. II. III. Consider the attitude of your listeners and organize your speech with your audience in mind. Attitudes may be classified as follows: Friendly The listener agrees with your opinion No Opinion The listener has no strong opinion or has not made up his or her mind about the topic Hostile This listener does not agree with your opinion and may be hostile toward the topic in general IV. Organization is particularly important in the persuasive speech. Listeners must follow your logic and organization if you are to persuade them. The following methods work well in this speech: Motivated Sequence Problem-Solution Statement of Reason V. Conclusions to persuasive speeches often include one or more of the following: Appeal for action Application to listeners’ needs A prediction or implication for the future 1Speech 1311 Journal articles 1 Are you the same person you were five years ago? How has the passage of time altered your worldview? 2 When do you have trouble paying attention? Is it a particular place, time of day, person, etc? What can you do to become a better listener in those circumstances? 3 What organization would you most like to work in? What communication skills would you need in that environment? 4 Would you lie to save someone’s feelings? Under what conditions would you lie? 5 Which communication concept discussed thus far has had the most impact on you? 6 If you could buy a communication skill for yourself, what would it be? How much would you be willing to pay for it? Group Project Assignment Charge: As a team, you are to identify and research a “problem” at Brookhaven College and propose a “solution” to that problem. You will work in and out of class to complete a series of projects in a group portfolio. These projects will lead up to a 15-20 minute group presentation, in which you will present both your problem and solution. The “problem” (also called “area of opportunity”) must relate to Brookhaven College, broadly defined. You have a wide variety of choices for the problem, but the following criteria must be met: the group must agree on the problem choice (consensus) the problem must affect more than one person (breadth) and be fairly important (depth) the problem must be researched and based on good information the problem must be in good taste (appropriate) The “solution” must meet the following criteria: there must only be one solution (not a series of abstract solutions) the group must agree on the solution choice (consensus) the solution must clearly solve and relate to the problem the solution must be researched and based on good information the solution must have clear steps in a plan of action the solution must be in good taste The group presentation will be 15-20 minutes long and meet the following criteria: all members must participate fairly equally the group presentation must be prepared and practiced (there will be a grade sheet) the group presentation must clearly discuss the problem and solution (with plan) the group presentation must be informative, organized, and entertaining the group presentation must use visual support the group presentation will take place the last week Grading The project grade is a function of two assignments: 1. The project portfolio (one per group), consisting of a series of sub-projects (worth up to 50 points) 2. The group presentation explaining the project and solution (worth up to 100 points) Important Notes (from course syllabus) If a student fails to attend class during the first two class meetings when groups are formed, he/she will be placed into a group with other students who also did not attend class. These groups will be responsible for completing the projects as per the assignment’s requirements. If there is only one student in this situation, he/she will complete the project on his/her own, but with a 50 point penalty to the project grade (“0” for the member evaluation grade). Failure to complete this project automatically exempts any/all optional project grades from the final grade. This group project is the brainchild of Brookhaven College Speech Professor Dr. Polk, many thanks to him for his hard work that we get to borrow. Group Portfolio Task #1: “Things You Wouldn’t Know” Directions: Put the name of ALL members of your group who meet the following criteria. Leave a box blank if none of your group members meet that criterion. Personal Information Members’ Names Grew up in the country (rural) Is taking four or more classes this semester Works more than 30 hours a week Played high school basketball Has been to Europe Has been in the military Is under 19 years old Was born outside of the USA Voted in the last presidential election Played high school soccer Writes poetry as a hobby Is left-handed Has a child or children Has four or more siblings Is over 30 years old Is an only child Has been to Canada Has signed an organ donor card Paints as a hobby Can play the guitar Regularly plays an online game Owns a cat Once acted in a play Has never received a traffic ticket Likes to work in the garden Has a tattoo This group project is the brainchild of Brookhaven College Speech Professor Dr. Polk, many thanks to him for his hard work that we get to borrow. Group Project: Team Contract Directions: In the spaces below, fill in FIVE standards of behavior that you expect ALL group members to abide by. Try to be as specific as possible. Sample Socioemotional Standard: 1. All group members will try, with our best effort, to refrain from making any disparaging comments about other group members, including negative references to cultural background, religion, race, or gender. As members of team _______________________________ , we agree to the following standards of behavior. All group members will try, with our best effort, to: 1. 2. 3. 4. 5. Signed, __________________________________ ______________________________________ __________________________________ ______________________________________ __________________________________ ______________________________________ This group project is the brainchild of Brookhaven College Speech Professor Dr. Polk, many thanks to him for his hard work that we get to borrow. Small Groups Norms, Standards, and Rules Worksheet Small groups are sometimes difficult to work in. Think back to all the small groups in which you have been a member (for example, sports teams, classroom projects groups, work groups). The members of these groups behaved in different ways: some good and some not. Group member behaviors can be broadly divided into two categories: TASK Process Standards Examples: Setting of Deadlines Group Meetings: Attendance, Tardy Policy, Frequency, Duration Time Commitments: Daily, Weekly, Project Term Distribution of Work Writing Responsibilities Speaking Responsibilities Scholastic and/or Professional Ethics SOCIOEMOTIONAL (Transactional) Standards Examples: Conflict Management Process Respectful Language Use: Sexist, Racist, Cursing Hygiene/Professional Appearance Encouragement/Motivation Now, as you think about your past group experiences, briefly write down TWO behaviors that bothered you. In other words, what behaviors really annoy you in groups? 1. “I don’t like it when group members ________________________________________________________________ _____________________________________________________________________________. 2. “I don’t like it when group members ________________________________________________________________ _____________________________________________________________________________. Last, as you think about your past group experiences, briefly write down TWO behaviors that you responded well to. In other words, what behaviors do you enjoy in groups? 1. “I like it when group members _____________________________________________________________________ _____________________________________________________________________________. 2. “I like it when group members _____________________________________________________________________ _____________________________________________________________________________. *This group project is the brainchild of Brookhaven College Speech Professor Dr. Polk, many thanks to him for his hard work that we get to borrow. Group Project: Problem Interview Homework As you know from the group project assignment, you are to identify a problem at Brookhaven College. Before you decide on your problem (topic) for this project, it is helpful to do some research. To that end, each member of your group is to interview people who have connections to Brookhaven. You CANNOT interview any student in your SPCH 1311 section. Interviews must be conducted out of class. To receive full credit for this portfolio task, there must be a total of 8 (EIGHT) completed interviews. That is, you must, as a group, interview at least eight people who are somehow connected to Brookhaven. Group members should use this form to complete individual interviews. The completed interview forms must be placed in the project portfolio. As you conduct your interviews, complete the following: 1. Person’s Full Name: ______________________________________ Person’s Credentials (Connection to Brookhaven): ____________________________________________ What problem(s) does this person see at Brookhaven? _________________________________________ _____________________________________________________________________________________ ____________________________________________________________________________________ . 2. Person’s Full Name: ______________________________________ Person’s Credentials (Connection to Brookhaven): ____________________________________________ What problem(s) does this person see at Brookhaven? _________________________________________ _____________________________________________________________________________________ ____________________________________________________________________________________ . 3. Person’s Full Name: ______________________________________ Person’s Credentials (Connection to Brookhaven): ____________________________________________ What problem(s) does this person see at Brookhaven? _________________________________________ _____________________________________________________________________________________ ____________________________________________________________________________________ . *This group project is the brainchild of Brookhaven College Speech Professor Dr. Polk, many thanks to him for his hard work that we get to borrow. “Problem” Worksheet Review: For this group project, you are to identify and research a “problem” at Brookhaven College and propose a “solution” to that problem. These projects will lead up to a 15-20 minute group presentation, in which you will present both your problem and solution. The “problem” (also called “area of opportunity”) must relate to Brookhaven College, broadly defined. 1. Brainstorm In the spaces below, generate 15 possible “problems” at Brookhaven College. Use the brainstorming techniques given in class. Try to have very few repeats. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 2. Interview Research Now, list your 8 (or more) “problems” that you found through your interviewing homework. Repeats are okay! 1. 2. 3. 4. 5. 6. 7. 8. 3. Narrow the List A. B. C. D. Look at both the brainstorm list and the interview list. If there are any repeats, keep one and cross out the others. As a group, decide on your five LEAST favorites. CIRCLE those ideas and then cross them out. Individually, pass around this sheet. Each person should put a BOX around his/her FAVORITE remaining “problem.” NO TALKING AT THIS STAGE! 4. Problem Selection A. In the space below, make a new list of all “problems” that have a BOX around them. B. Pass this list around the group. Have each person rank those “problems,” with “1” being “best,” “2” being second “best” and so on. NO TALKING DURING THIS STAGE. C. When all members have ranked the problem list, add (tally) each ROW. CIRCLE the “problem” that has the LOWEST tally. “Problem” 1. 2. 3. 4. 5. Membe r1 Membe r2 Membe r3 Membe r4 Member TOTAL 5 The circled “problem” should be the topic of your group project! At this point, discuss this “problem.” You are not required to use this problem: You may choose another problem. However, group consensus MUST be reached! 5. Problem Statement In the space below, write your problem statement. Try to use specific terms whenever possible. Use a complete sentence. “A significant problem at Brookhaven College is ______________________________ ________________________________________________________________________ _______________________________________________________________________.” *This group project is the brainchild of Brookhaven College Speech Professor Dr. Polk, many thanks to him for his hard work that we get to borrow. Criteria Worksheet 1. As a group, choose ONE of the following topics. CIRCLE that topic: 2. BRAINSTORM TEN criteria for that topic. In other words, what would make that “perfect”? _______________________________________ ____________________________________________ _______________________________________ ____________________________________________ _______________________________________ ____________________________________________ _______________________________________ ____________________________________________ _______________________________________ ____________________________________________ Group Project Criteria for Solution Below is a list of criteria important to a solution to your group’s “problem.” FOR THIS EXERCISE, AVOID DISCUSSING ANY SPECIFIC SOLUTIONS. 1. Read the list out loud. 2. As a group, generate see if you can generate TWO MORE criteria. If you can, write them in the spaces marked “OTHER.” If not, just write “N/A.” 3. As a group, narrow the list to TEN of the “most important” criteria for an ideal solution to your group’s problem. Cross off your rejected criteria. EFFECTIVENESS: Clearly improves the situation POSITIVITY: Creates measurable, positive change COST: Has a low budget TIME: Does not take long to implement SIMPLICITY: Is not overly complex RELIABLITY: Will work long-term STUDENT APPEAL: Students will like and use it FACULTY APPEAL: Faculty will like and support it ADMINISTRATION APPEAL: Campus leaders will like and support it SUPPORT STAFF APPEAL: Campus workers will like and support it CREATIVITY: Is unique. LEGALITY: Is not against laws or statutes. SAFETY: Does not put people in potential harm CONVENIENCE: Does not cause undo stress FEASIBILITY: Will work in the “Real World” EFFICIENCY: Little or no wasted resources OTHER(?): OTHER(?): *This group project is the brainchild of Brookhaven College Speech Professor Dr. Polk, many thanks to him for his hard work that we get to borrow. Group Project Solution Matrix (1) 1. Re-write your problem statement here: “A significant problem at Brookhaven College is ______________________________ ________________________________________________________________________ _______________________________________________________________________.” 2. On separate sheets of paper, each member of your group should make a list of FIVE possible solutions to this problem. (This is called the Nominal Group Technique.) NO TALKING! 3. Have each group member write his/her list below. Don’t worry about repeats at this point. * * * * * * * * * * * * * 4. Remove all repeats (keep one, cross out the others). 5. As a group decide on your TOP FIVE choices. These will be called your “OPTIONS.” Group Project Solution Matrix (2) 6. Write your top FIVE options on the top of the table. 7. Write your 10 criteria (from last lecture) down the left side of the table. 10. Rank each option using each criteria. There are many ways to do this, but the easiest is the “plus blank minus” system: Option 5: Option 4: Option 3: Option 2: Option 1: 1) One by one, apply each criterion to the options. 2) Put a “plus” (+) in the cell if the option exceeds the criterion. 3) Leave the cell blank in the cell if the option neither exceeds nor falls below the criterion. 4) Put a “minus” (-) if the option does not meet the criterion. Criterion: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. Now, look at your table. CIRCLE the option(s) that had the highest ranking. Which option had the most positive ratings? Which one had the least negatives? Can you combine some options together? 12. After discussing the solution matrix, decide on your group’s “solution.” Write your solution here: “To best solve our group’s problem at Brookhaven College, we propose that: ________________________________________________________________________ ________________________________________________________________________ _______________________________________________________________________.” *This group project is the brainchild of Brookhaven College Speech Professor Dr. Polk, many thanks to him for his hard work that we get to borrow. Group Project Plan of Action Team Name: ________________________ Section: _____________ A. Solution: Plan of Action Re-read your Solution Statement (on Solution Matrix2). In the spaces below, write FOUR SPECIFIC actions that would need to take place in order for your solution to work. In other words, HOW are you going to put your solution into action? Put the actions in chronological order. 1. 2. 3. 4. (more on the back) B. Group Presentation From the Group Project Assignment: The group presentation will be 15-20 minutes long and meet the following criteria: all members must participate fairly equally the group presentation must be prepared and practiced (there will be a grade sheet) the group presentation must clearly discuss the problem and solution (with plan) the group presentation must be informative, organized, and entertaining the group presentation must use visual support Complete the following table by writing in some creative ideas for each step of the motivated sequence. Also, assign roles for who is responsible for coordinating each step: Presentation Section: Person(s) Responsible: 1. Attention 2. Need 3. Satisfaction 4. Visualization 5. Closure Visual Support *This group project is the brainchild of Brookhaven College Speech Professor Dr. Polk, many thanks to him for his hard work that we get to borrow. Team Peer Evaluation Form Speech 1311 Write the first and last name of each individual in your group. Put your own name first. Rate each group member including you 1-25 (1 is low; 25 is high) on each of the following items: Contribution: Did the person contribute to the content of the group work, as opposed to not researching? Interest: Did the person show interest in the group and cooperate in moving the group toward its goal, as opposed to sidetracking the group or not showing up to meetings? Leadership: Did the person provide appropriate emergent leadership functions, as opposed to waiting to be told what to do all the time? Overall: Is your overall impression of this person one of a productive group member that you would like to work with on other projects? Name Contribution Interest Leadership Overall _______________ _____ _____ _____ _____ _______________ _____ _____ _____ _____ _______________ _____ _____ _____ _____ _______________ _____ _____ _____ _____ _______________ _____ _____ _____ _____ _______________ _____ _____ _____ _____ _______________ _____ _____ _____ _____ Assess the group’s work thus far with the following two questions: 1. What are the strengths of this group thus far? 2. What are the weaknesses of this group thus far? ...
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In Texas the teamwork core objective (TW) is defined as including:

the ability to consider different points of view and to work effectively with others to support a shared purpose or goal

The assessment of Team Work is required in three foundational component areas

  • Communication
  • Life and Physical Sciences
  • Creative Arts

Examples From Across Texas

Additional Resources

In April 2016, LEAP Texas hosted a twitter week-long event dedicated to teamwork and the sharing of experiences and resources:

VALUE Rubrics

The Teamwork VALUE Rubric defines teamwork as:

Behaviors under the control of individual team members (effort they put into team tasks, their manner of interacting with others on team, and the quantity and quality of contributions they make to team discussions.)

The rubric enables assessment across a number teamwork aspects:

  • Contributions to team meetings
  • Facilitating the contributions of team members
  • Individual contributions outside of team meetings
  • Fostering constructive team climate
  • Responding to conflict

Two characteristics define the ways in which this rubric has been designed to be used.

  1. The rubric is meant to assess the teamwork of an individual student, not the team as a whole. Therefore, it is possible for a student to receive high ratings, even if the team as a whole is rather flawed. Similarly, a student could receive low ratings, even if the team as a whole works fairly well.

  2. The rubric is designed to measure the quality of a process, rather than the quality of an end product. As a result, work samples or collections of work will need to include some evidence of the individual’s interactions within the team. The final product of the team’s work (e.g., a written lab report) is insufficient, as it does not provide insight into the functioning of the team.

It is recommended that work samples or collections of work for this outcome come from one or more of the following three sources:

  1. students’ own reflections about their contribution to a team’s functioning

  2. evaluation or feedback from fellow team members about students’ contribution to the team’s functioning

  3. the evaluation of an outside observer regarding students’ contributions to a team’s functioning.

These three sources differ considerably in the resource demands they place on an institution. It is recommended that institutions using this rubric consider carefully the resources they are able to allocate to the assessment of teamwork and choose a means of compiling work samples or collections of work that best suits their priorities, needs, and abilities.

Find out more about VALUE Rubrics.

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